Perceptions of Effectiveness and the Satisfaction of Principals in Elementary Schools

Perceptions of Effectiveness and the Satisfaction of Principals in Elementary Schools The job satisfaction and effectiveness of principals, theeffectiveness of their schools, and relationships among those threevariables were investigated by questionnaires and interviews involvingelementary school teachers, principals, and area superintendents inAlberta. Job satisfaction of principals was closely associated with theeffect of the job on their personal lives, and it was highest in respectof working relationships with teachers and students. An appropriateschool climate emerged as the most important and most effectiveindividual aspect of the performance of schools, but a multidimensionalperspective was supported. Effective principalship was seen to encompassmany high priority areas, and principals overall effectiveness relatedmost strongly to their decisionmaking effectiveness. Principals jobsatisfaction was only weakly associated with the effectiveness ofschools and principals, but the two effectiveness variables weresignificantly related. Teachers and area superintendents tended to ratethe effectiveness of schools less positively than did principals. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational Administration Emerald Publishing

Perceptions of Effectiveness and the Satisfaction of Principals in Elementary Schools

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
0957-8234
DOI
10.1108/EUM0000000002468
Publisher site
See Article on Publisher Site

Abstract

The job satisfaction and effectiveness of principals, theeffectiveness of their schools, and relationships among those threevariables were investigated by questionnaires and interviews involvingelementary school teachers, principals, and area superintendents inAlberta. Job satisfaction of principals was closely associated with theeffect of the job on their personal lives, and it was highest in respectof working relationships with teachers and students. An appropriateschool climate emerged as the most important and most effectiveindividual aspect of the performance of schools, but a multidimensionalperspective was supported. Effective principalship was seen to encompassmany high priority areas, and principals overall effectiveness relatedmost strongly to their decisionmaking effectiveness. Principals jobsatisfaction was only weakly associated with the effectiveness ofschools and principals, but the two effectiveness variables weresignificantly related. Teachers and area superintendents tended to ratethe effectiveness of schools less positively than did principals.

Journal

Journal of Educational AdministrationEmerald Publishing

Published: Jan 1, 1991

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